Indigenous knowledge in Technology
Although the Technology CAPS curriculum calls for the inclusion of indigenous knowledge in the teaching of Technology, very few teachers were trained in indigenous knowledge systems. By including the rich South African indigenous knowledge in Technology teaching, more learners will see the relevance of technology in our daily lives. NWU is mandated to offer this short learning programme due to its expertise in the field. There is a large potential market for NWU, as we’ll be the only university offering such a programme. The course builds on problem-based learning and cooperative learning principles, and teachers will be experiencing how this could support self-directed learning.
In this short learning programme, teachers will be showed how to incorporate indigenous knowledge in the classroom using the technological process of technology. Participants in the course will, for instance, engage in technological processes associated with the rich indigenous knowledge of different cultural groups, e.g. by looking at endothermic reactions related to traditional leather tanning, the technology involved in traditional brewing, and the technology involved in traditional construction practices (e.g. the “matjieshuise” of the KhoiSan). Apart from these inquiries, teachers will also be shown how to use generic methods such as De Bono’s thinking hats in the classroom. The programme also includes a visit to the Mphebatho Museum, where they will interact with the holders of indigenous knowledge. A strong emphasis will be to provide teachers with a more nuanced understanding of both the nature of technology, and the nature of indigenous knowledge, utilising a problem-based approach.
Any teacher with a teaching qualification, practicing GET Technology, would qualify to be admitted to the short course.
Learning assumed to be in place:
Students registering for this short learning course should have a basic understanding of lesson planning, and should have passed any technology-related module on first year university or college level.
Course outcomes and the associated assessment criteria:
|After completion of this course, participants will:||Participant will be assessed on the following criteria:|
|Demonstrate knowledge of the tenets of indigenous knowledge systems, and its affordances for technology education||Show mastery when discussing the basic tenets of indigenous knowledge, and motivate for its inclusion from an embodied, situated and distributed cognition perspective|
|Demonstrate knowledge and skills to effectively incorporate indigenous knowledge in the planning and presentation of lessons||Plan (and present) lessons in which indigenous knowledge are meaningfully integrated with the content prescribed in the CAPS technology curriculum|
|Demonstrate technological skills and knowledge of technology processes to investigate indigenous knowledge practices, using technology-on-a-shoestring approaches||Effectively facilitate investigations in technology and its processes, using everyday materials in the absence of well-equipped laboratories|
Students wishing to obtain a certificate of competence will be requested to submit an evidence-based portfolio
Method of assessment:
In these portfolios, students will have to provide lesson plans of lessons in which indigenous knowledge was incorporated. Photographic evidence should also be provided of inquiry-based technology investigations that learners performed in the classroom. The portfolios will also include reflections by teachers on the lessons presented. The student must attend all the contact sessions, and must obtain a minimum of 50% for the total of the portfolio in order to receive a certificate
Mode of delivery:
Target group All Natural Sciences and/ or Technology teachers (Intermediate or Senior Phase) or any of the GET technology subjects would benefit from this short course.